Culture of Learning

The materials and questions for EDLD 5389 remind me of the three mottos that define the culture of learning in my classroom. They are posted around the classroom and used in almost every class.

1. Be intentional.

2. I am smart and capable.

3. Mistakes are proof you are trying.

I continue to use these phrases beyond my work with students. These phrases are ways I effectively use resources, develop confidence, and encourage students to develop comfort with discomfort. I can transfer these ideas to working with teachers when conducting professional learning that results in a change.

The first phrase “Be intentional” is how I ensure that time and energy are spent efficiently and effectively. Teachers want to know that PL opportunities are not going to waste their time. The second phrase “I am smart and capable” is an affirmation we use when in uncomfortable situations. I teach an AP course that pushes students to not just know the terminology but to apply it to novel situations. Many assignments require divergent thinking and do not have one right answer. Students can become frustrated and discouraged - especially those who struggle with perfectionism. This phrase helps them develop confidence through the power of cognitive dissonance. (When your thoughts and actions are not aligned, your thoughts are more likely to change.) This phrase can help build confidence in anyone, not just students.

The third phrase, “Mistakes are proof you are trying,” encourages students to make their best attempt even when they are unsure. If a student attempts to answer a question in front of the class but is incorrect, I thank them for their answer because it means they gave an effort. Their answer also leads us to address any misconceptions as a class. This helps teach students that any effort will help guide our learning and eventually bring us to the right answer. I encourage students to take risks because the worst thing that will happen is that we will learn from it. I believe this third phrase should be used more in professional learning. Teachers should be encouraged to try new things and learn when they do not work. As a secondary teacher, this is something we often do during daily lessons - if it does not work in 1st period, change it for 2nd. Teachers should be encouraged to make mistakes and improve from them.

I also help them develop their comfort with discomfort by modeling my desire to grow and improve. Modeling a desire to learn and improve requires one to be humble and vulnerable in front of others. Being comfortable with being uncomfortable during change requires humility and recognizing that there is room to grow. This is often hard for teachers since the traditional paradigm of education suggests that teachers should know everything. Unfortunately, this places teachers in a defensive and stagnant position. However, we can shift the role of the teacher from “one who knows all” to “guide on the side” to improve learning dynamics. As an early career teacher, I have sought out input from my students about ways to improve the class. I feel that students are one of the best sources to identify areas to improve. I often ask students at the end of each unit if they felt engaged in activities and if they felt their time was well spent. The responses from students contribute to my decisions regarding if we will keep activities as they are or change them. I ensured students were aware that their feedback is read every time by inquiring about their comments. Students would let me know topics that needed more time or less. I found that students were more engaged and invested in the class when they saw their input being used to make decisions about instructional activities. When students have opportunities for meaningful input, they recognize that the environment is responsive to their actions and take more responsibility for their learning. I saw students also grow as learners. Many became more understanding about why certain activities were done. For example, at the end of the year, students noted that, although the major projects in the class were a lot of work, they were memorable learning experiences that prepared them to apply class terminology to novel situations. However, some activities were admittedly in need of refinement or completely ineffective. Listening to students enabled me to recognize when things needed to change. Sometimes students would give actionable suggestions that improved the class in ways I hadn’t considered on my own. The class I teach today continues to evolve. I cannot claim all the credit for the design of the course since it was made in collaboration with the students.

While giving such power to students can seem questionable, both the students and I have grown through the vulnerability. I also let them know when changes could not happen (e.g. I cannot change the standards that must be taught). These surveys were how I modeled my recognition that I am not a person who is right at all times. Instead, I demonstrated that even as a teacher, I am continually seeking to grow and improve. Students emulate the consistent behavior they see from their teachers. To further encourage my students to shift to a growth mindset, I gave them reflection activities with reflection questions about their actions. (How did you engage yourself in your learning? How did you use the time and resources you had? What did you do that was effective? What can you do better in the future?) In these reflections, I saw my students grow in their comfort level with being uncomfortable in the class as well. They became more humble and set goals to improve in areas they were previously defensive about. Bringing this modeling of vulnerability and growth into professional development can help teachers become more invested and engaged in the learning opportunities provided.

How does this tie to professional learning?

In the environment set up by these key phrases, both students and teachers are encouraged to recognize areas for improvement and to act on them. I believe teachers would benefit more from professional learning if they were treated similarly. First, make sure professional learning is intentional and not a waste of time. Second, build teachers' confidence as professionals. Third, encourage teachers to take risks and make mistakes they can learn from. We learn from trying new things. Lastly, those who lead professional learning need to model their desire for continual improvement by being vulnerable. Teachers should have input on the impact of professional learning to increase their involvement in it.